Pedagogía afectiva para dinamizar el aprendizaje significativo en tiempos de emergencia sanitaria

The objective of the research was determining how affective pedagogy stimulates meaningful learning in students of the Faculty of Administrative and Economic Sciences, Católica University of Trujillo Benedict XVI (UCT-FCAE) in health emergency times. With a non-experimental quantitative approach, descriptive causal correlational transactional and explanatory scope. The sample was 57 students from the 2020-I semester of the UCT-FCAE. As an instrument, a questionnaire for Affective Pedagogy and another for Significant Learning were used, both were validated through Aiken’s V and Confirmatory Factor Analysis, with reliability through Cronbach’s alpha. It was found that affective pedagogy, love for others, love for the world and knowledge, significantly favor significant learning in (r2 = 20.5%; r2 = 57.9%; r2 = 35.2%; with p <0.01). Meanwhile, self-love favors it in a non-significant way (r2 = 4.8%; with p <0.05).